fort monroe

Reserve Component
General Officer
Conference

Backbr^i^^G^brams

Transformation of
TRADOC/OES

Group Leader: MG Silverthom, CG 95 th DIV

MG Alexander, TAG AL BG Lafrenz, ATAG, ID

MG Vavala, TAG DE COL Nuttall, DCG OD Schoo

Maj Gen Horn, TAG NM COL Carmichael, TAG ME (F

BG Huntoon,Dep CMDT CGSC COL Putnam, TAG MT, (Rep)
BG Roberts, DCG, ARNG COL Cyrus, TIE-Sill

BG Burchstead, ATAG SC COL Vazquez, ACS, ARNG

BG Dollar, CG 80 th DIV (IT) COL Germain, Dir TRNG, N(

BG Johnson, CDRJTF 2001 OlynqMbs Briscoe (SME)

BG Jaegar, DCG QM School Mr. Rogers (SME)

BG Read, CG 81 st RSG LTC Thomas (Scribe)

Transformation of
TRADOC/OES

• Issue: In what ways can the RC expand
its role within the activities of
TRADOC?

•- tied to RC LT

production

- RC conduct some of the BOLC (phase 1)
training

- Courseware development (course writers)

- RC involved in accreditation of schools (staff,
facilities, curriculum)

- TRADOC acquire specific funding to expand
IET/TASS training base with RC soldiers as
needed (recolor money)

Transformation of @
TRADOC/OES 0W

(Continuation)

• Issue: In what ways can the RC expand
its role within the activities of
TRADOC?

•- RaimniMe mtfetkinTRAD O C ' s IET activities

- Aviation qualification training could be taught
at NG training sites

- Work with individual schools to see when
augmentation is needed

- Partnership and assimilation of the total force

- Graybeards are valuable trainers

Transformation of
TRADOC/OES

• Issue: How do we remove the
impediments which keep AC soldier
attendance low at RC conducted
training?

•- rules for class starts

- Lessen cultural barriers (Strategic
Communications Plan)

- Expand the NCOA (BNCOC) multi-compo
model

- Standardize the PLDC and other NCOES
professional development courses between the
AC and RC

Transformation of
TRADOC/OES

• Issue: What are the benefits of
establishing Tri-Component Institutions
at RC Regional Training Sites on or
close to AC installations?

facilities where two or more like facilities exist

- Develop strategies to achieve desired end
state

- Institutional Training Council of Colonels
bring the issue before DAMO-TR

*gle component training

Transformation of
TRADOC/OES

• Issue: What are the impacts to the RC
with the proposed changes to professional

military education? Recommendation:

- National resource strategy for RC PME
(funding, scheduling, compensation, personnel
policies, quality of life)

- Additional costs added to Schools MDEP to the
Training PEG in the POM

- Limited time for RC soldiers to spend in
training

- Institutional training conflicts with Drill
Weekend training attendance

- Provide funding to ensure more resident seats
in ILE/SSC (funded quotas)

uture Direction of TA

Group Leader: MG Marty, ATAG, TX

MG Lipscomb, TAG MS
MG Ingram, TAG NC
MG Centracchio, TAG RI
Maj Gen McGuire, TAG NY
Brig Gen Keefe, TAG MA
BG Thompson, 84 th DIV (IT)

BG Lucenti, ATAG VT
BG Colt, CG 77 th RSC
BG Heine, DCG MANSCEN
BG Mosley, ATAG MT
COL Archer, ADC 95 th DIV (I
COL Davis, (SME)

LTC Madison, (Scribe)

Strategic Question

1. Define future roles and missions of TASS battalions in the

support of Army/TRADOC Transformation?

2. How can regional TASS battalions better support AC training

requirements?

3. How do we better synchronize the efforts of proponent

schools and TASS battalions?

4. What strategies can help improve RC instructor shortages on
selected MOSs?

5. What other initiatives would assist in achieving full
implementation of TASS?

Question 2

• Issue: Lack of communication between AC and RC with reference to
integrated training, (i.e. .assets, efficiencies, capabilities and business
processes)

• Discussion:

- Both the AC and RC must be willing to adjust training processes in
order to do business together. RC has done most of adjusting to date,
(e.g. POI development/changes/lengths)

- RC training battalions train on the weekend which contradicts CSA
guidance of no weekend training for the AC

- Need to develop credibility within AC, that attending RC schools will
not have a negative impact on careers (NCOES)

- CAS3/CGSC being conducted during evenings and on weekends (i.e.

8 x 2 or 2 x 2 formats)

• Recommendation:

- Establish a forum for continuous dialogue between AC and RC to
further develop delivery modes that meet the needs of both
components

Question 2

• Issue: Improve dialogue between AC and RC within the Institutional
Army with reference to TASS

• Discussion:

- AC lacks knowledge of how RC operates

- AC requirements not synchronized with RC requirements

- TASS is perceived as an RC program only

- TASS Battalion Commander's Conferences do not include AC Training
Battalion Commanders

- Integration issues continue to resurface w/o resolution

• Recommendation:

- TRADOC provide periodic progress reports on integration issues

- AC and RC Battalion Commanders meet at least annually

- Consolidate AC and RC requirements in order to meet consolidated
TASS mission

- Expand RC GO Conference to include Proponent Commandants

- Establish full-time position for RC GO at TRADOC (2 yrs)

Question 2

• Issue: Equipment availability and fielding for RC Schools.

• Discussion:

- No priority for fielding of equipment to RC Regional
Training Sites

- RC instructors not receiving NET

- Annual training scheduling contributes to equipment
shortfalls for schools

• Recommendation:

- Place RC Regional Training Sites on higher FAD

- Include RC instructors in NET

- Training sites have their own training sets

Question 3

• Issue: Synchronization of proponent schools and RC training
battalions

• Discussion:

- 27 different ways of doing business with which the RC must
comply

- Accreditation standards vary between proponent schools

- Some proponents embrace RC battalions better than others

- RC not always seen as part of the team

- POI changes are uncoordinated(length, equipment and facilities)

- MOS consolidations may have a negative impact on readiness if
not properly planned (i.e. 91W)

• Recommendation:

- Set up External Multi-compo QA Teams to evaluate all schools

- Proponent schools partner in TASS Battalion success

- Involve RC in the development of plans and decision-making

Question 5

• Issue: Full implementation of TASS as The Army School System for
all Components

• Discussion:

- CAS 3 requirement caused severe problems with qualification
and promotion of RC officers due to lack of seats and
coordination

- AC soldiers not attending training in RC schools due to cultural
impediments despite DA message(NCOES)

- CGSC is working

- Need for synchronization with PERSCOM requirements

• Recommendation:

- Allocate AC seats on ATRRS in RC Schools

- Full time RC GO to provide input on all TRADOC initiatives

- RC representation across DTLOMS (TPU)

- TASS becomes "The Army School System"

Reserve Component
Billeting at TRADOC
Installations

Group Leader: MG Robertson, CG 108 th DIV

MG Morrow, TAG AR
Maj Gen Lowenberg, TAG
MG Glazar, TAG NJ
MG Killey, TAG SD
BG Haugen, TAG ND
BG Korenek, ATAG AK
BG Bathke, ATAG MN

BG Denson, DTAG, WI
BG Joyce, DCG TC School
BG Small, ATAG KS
BG Fleming, DTAG IL
COL (P) Horn, DCG 70 th R
COL Reardon, (SME)

Mr. Shamblen, HQ TRADC
LTC Smith, (Scribe)

WA

Reserve Component
Billeting at TRADOC
Installations

• Issue: Current TRADOC Facility Support
Initiatives

• Discussion: Initiatives underway to
properly account for RC requirements on
installations are on track

• Recommendation: Maintain momentum
and accelerate action to see these
initiatives completed.

Reserve Component
Billeting at TRADOC
Installations

• Issue: Component Segregated Housing

• Discussion: Should have "Army" billets not
RC billets and AC billets. Improved
availability, maintained at same standard, and
assigned irrespective of component.

• Recommendation: Consolidate housing
management and scheduling. Change AR 140-
483. ^

Reserve Component
Billeting at TRADOC
Installations

• Issue: Global approach to training site selection

• Discussion: Training facilities and housing
capacity exist at some TASS ARNG sites. Sister
service sites should also be considered.

• Recommendation: Redistribute demand by
conducting courses at under-utilized facilities.

Reserve Component
Billeting at TRADOC
Installations

• Issue: Resource unique training centers

(example: Ft Rucker)

• Discussion: Recurring housing shortages,
parochial interests, and expansive or
unique facilities or equipment required.

• Recommendation: Identify and prioritize
worst cases for first housing expansion.

Reserve Component
Billeting at TRADOC
Installations

• Issue: AIT class seat shortages

• Discussion: Result in MOS specific closures
often due to shortage of instructors and
drill sergeants, not classrooms or housing.

Recommendation: Increased use of TTAD,
ADSW, or other funding to hire RC
instructors.

TATS-C/DL

Group Leader: MG Root, CG 104 th DIV (IT)

MG Cugno, TAG CT
MG Monroe, TAG CA
MG Tindall, CG 100 th DIV (IT)
MG Havens, TAG MO
MG Tarbet, TAG UT
Maj Gen Cortwright, TAG OK
MG Williams, TAG VA
Brig Gen Vanderhoof, TAG NV

BG Carpenter, CDR HIAR1
BG Sumpter, ATAG MD
BG Petty, DCG CASCOM
BG Phillips, CG 65 th RSC
COL Wright, TAG IN (Rep;
COL Olson, (SME)

LTC Murphy, (Scribe)

TATS/D L

• Issue: Some AITs are too long.

• Discussion: Soldiers are returning home from
AIT too late to start first semester of college.
This has a negative affect on strength
maintenance.

Recommendation: Expand use of DL to
reduce AIT resident requirements. Target is
6-8 weeks.

TATS/D L

Issue: Compensation for DL training.

Discussion: Now that it is almost a
reality, we need to determine how to
resource the increase in training pay.

Recommendation: As DL courses
become available, CAR/DARNG provide
input to POM for this new activity.

TATS/D L

• Issue: How much time can the RC spend doing
DL?

• Discussion: There's a correlation between the
number of hours and the incentive to complete
it. Advancement or pay may increase the
hours a soldier is willing to spend.

Recommendation: Establish target figure, but
don't regulate.

TATS/D L

• Issue: Some challenges with new TATS POIs
are not identified until after approved.

• Discussion: Early design is done with the
proponent RC LNO, who may not be a current
SME. POIs are sent to RCs for review after
completion. If there's a problem, it's identified
after completion rather than during design.

Recommendation: Increase "field" SME
involvement early in course development.

TATS/D L

• Issue: Availability of low density DL courses.

• Discussion: Most low density courses are
low priority for conversion, yet there may be
relatively inexpensive solutions.

• Recommendation: TRADOC fund select low
density MOSQ courses where there are
instructor shortages thus increasing USR
ratings.

TATS/D L

• Issue: POIs should be developed so that DL and
local resident training is maximized.

• Discussion: RC sends soldiers to some training at
the proponent school while much of it can be done
locally within the region.

• Recommendation: For courses that require some
attendance at the proponent school, develop POIs
in three phases: DL, resident local, and resident
proponent.